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Birdsedge First School Penistone Road, Birdsedge, Huddersfield, West Yorkshire HD8 8XR

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Birdsedge First School Penistone Road, Birdsedge, Huddersfield, West Yorkshire HD8 8XR School report Birdsedge First School Penistone Road, Birdsedge, Huddersfield, West Yorkshire HD8 8XR Inspection dates 18–19 December 2018 Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Good Outcomes for pupils Requires improvement Early years provision Requires improvement Overall effectiveness at previous inspection Not previously inspected Summary of key findings for parents and pupils This is a school that requires improvement School leaders have not acted effectively and The use of assessment is not consistently quickly enough to ensure that the quality of effective in giving pupils precise feedback or for teaching and learning is consistently good. identifying and overcoming gaps in pupils’ knowledge and understanding. The management of staff performance and professional development has not had a The quality, length and frequency of writing is sufficient or sustained impact on bringing about too variable between classes. Occasionally, improvement. teachers give pupils with weaker phonic skills books that are too difficult for them to read. Self-evaluation is not sharp enough and does not accurately identify key weaknesses and the In the early years, too few children have necessary actions to tackle them. exceeded the early learning goals, especially in writing and mathematics. Teachers’ planning and management of learning activities are not consistently good. A minority of parents and carers do not have This hinders pupils’ progress in lessons and confidence in the school. Procedures for over time, particularly the most able. making complaints have not been clear enough. The school has the following strengths The trust has acted effectively to provide Staff use their knowledge of individual pupils support and challenge for leadership and well to promote their learning, development teaching. and welfare. Teaching and assessment sometimes result in Pupils behave and attend well. Pupils have effective learning by children and pupils, positive attitudes to learning. including in phonics. Full report What does the school need to do to improve further? Ensure that the leadership and management of teaching and learning results in consistently good or better teaching across the school by ensuring that: – performance management and professional development are effective in bringing about sustained improvement – school self-evaluation accurately identifies school priorities and necessary areas for improvement – accurate assessment and analysis of pupils’ progress and attainment promptly identify actions to overcome gaps in learning – the trust and the local governing body check closely the impact of leaders’ improvement actions. Improve the quality of teaching and learning, and increase the progress made by the most able, by ensuring that: – teachers’ planning and management of learning activities are consistently effective in engaging pupils and enable them to meet the learning objectives – pupils in all classes have consistent opportunities to write regularly and at length – precise feedback enables pupils to improve aspects of their work more consistently – teachers match pupils’ reading materials to the phonic ability of pupils with weaker phonic knowledge. In the early years, ensure that high expectations and planned curriculum opportunities enable the most able children in Reception to exceed the early learning goals, especially in writing and mathematics. The trust and the local governing body should ensure that: – leaders work with parents so that they develop and maintain a high level of confidence in the school – procedures for making complaints to the headteacher, local governing body and trust are clear. Inspection report: Birdsedge First School, 18–19 December 2018 Page 2 of 11 Inspection judgements Effectiveness of leadership and management Requires improvement School leaders’ actions to improve the quality of teaching have had limited impact over time. Monitoring and evaluation of teaching and learning do not specify weaknesses and actions for improvement with sufficient detail and precision. Professional development has not had sufficient impact on the quality of teaching. Staff do not always get precise enough critical feedback about what they need to do to improve pupils’ learning. Leaders’ checks on the effect of and follow-up actions have not been rigorous enough to bring about sustained improvements in teaching. School leaders’ self-evaluation does not focus sharply on the strengths and weaknesses in teaching and learning. It does not analyse assessment information at key stage 2. It does not identify the weaknesses in early years outcomes. As a result, leaders’ plans lack strategic focus, and actions have had insufficient impact on weaker aspects of teaching and learning. Leaders have several tools for assessing pupils’ progress and attainment. Some of these are time-consuming and do not always provide accurate or precise enough information about the gaps in pupils’ learning. As a result, teaching does not always meet the learning needs of individual pupils precisely enough, particularly the most able. A majority of parents are satisfied with the school. However, a significant minority are not satisfied. School leaders, the trust and the local governing body need to do more to win parents’ full confidence. The special educational needs coordinator ensures that the needs of pupils with special educational needs and/or disabilities (SEND) are identified appropriately. Individual plans for pupils ensure that staff know what to do to support pupils’ learning and personal development. The school makes effective use of funding and external agencies to identify and meet pupils’ special educational needs. The well-managed programme of daily reading promotes and assesses pupils’ reading comprehension closely and ensures that most pupils reach the standards expected for their age by the end of Year 5. However, too few of the most able reach the higher standards. The curriculum includes a broad and balanced range of subjects. Pupils talked confidently about the interesting science experiments they had done. The curriculum has followed the same themes for several years. Leaders have correctly decided to review the curriculum to ensure that it is tailored more closely to pupils’ needs and interests and prepares them effectively for transition to middle school. Leaders have used the small amount of pupil premium funding appropriately. Leaders’ deployment of funding for physical education (PE) and sports is effective. Trained lunchtime supervisors and pupil play leaders organise a range of physical activities at lunchtime. Pupils take part in after-school clubs, including girls’ football, and in a wide range of competitive sports and physical activities with other schools. Pupils display an appropriate understanding of British values in their respectful social interaction with other children and adults. The programme of assemblies and personal, social and health education promotes pupils’ moral and social development well. Pupils Inspection report: Birdsedge First School, 18–19 December 2018 Page 3 of 11 enjoy the art club and the opportunities to play musical instruments. The school council link with a multicultural school contributes to pupils’ understanding of diversity in modern Britain. Governance of the school The trust’s formal support and challenge from local headteachers are having an impact on improving leadership, management, governance and teaching. However, some weaknesses remain. The local governing body and the trust have acted constructively to address parental complaints. The new chair of the local governing body improved the formality of its procedures for acknowledging complaints, investigating issues and communicating in writing the steps taken. The trust has also taken effective action to investigate and respond to complaints. However, the trust’s complaint procedure is not clear enough about the circumstances in which parents can take a complaint straight to the trust rather than through the headteacher and local governing body. New procedures to strengthen the local governing body’s delegated responsibilities for monitoring and evaluating school improvement are at an early stage of implementation. The local governing body regularly checks that leaders are taking appropriate action to implement safeguarding procedures. Safeguarding The arrangements for safeguarding are effective. The whole staff and those with safeguarding responsibilities are up to date with the required safeguarding training. Staff know what to do if they have concerns about a pupil and act promptly. Pupils know how to communicate any concerns they may have through the ‘worry box’. Leaders ensure that staff respond to these worries. Leaders take appropriate action to follow up any serious concerns and liaise well with parents and other agencies. Staff document serious incidents and accidents in detail, with a clear record of action taken, including contact with parents. Adults know children well, and good communication and caring relationships promote a positive culture for safeguarding. Quality of teaching, learning and assessment Requires improvement The quality of teaching, learning and assessment is too variable between year groups. Teaching does not always make clear the learning objectives for different ages and abilities.
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